phil hubbard, stanford university claire bradin siskin, university of pittsburgh another look at...

Phil Hubbard, Stanford UniversityClaire Bradin Siskin, University of Pittsburgh

Another Look at Another Look at Tutorial CALLTutorial CALL

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Working definition:Working definition:

Tutorial CALL refers to the use of computer programs (disk, CD-ROM, Web-based, etc.) embodying content, activities, and feedback specifically for improving language proficiency.

Levy (1995):Levy (1995):

Computer-as-tutor (tutorial CALL):Computer-as-tutor (tutorial CALL):computer controls the learning computer controls the learning

instructor has no roleinstructor has no rolecomputer evaluatescomputer evaluates

Computer-as-tool: Computer-as-tool: instructor has central roleinstructor has central role

greater demands on the instructorgreater demands on the instructorcomputer does not evaluatecomputer does not evaluate

- D. Wolff, - D. Wolff, System, System, 1999.1999.

“ “On the basis of our present knowledge of On the basis of our present knowledge of language learning, I believe that the only language learning, I believe that the only defensible role for the computer in defensible role for the computer in language learning is that of tool.” (p. 127)language learning is that of tool.” (p. 127)

“ “In learner autonomy, the key concept in In learner autonomy, the key concept in modern language learning and in all modern language learning and in all humanistically oriented pedagogy, the humanistically oriented pedagogy, the computer as tutor cannot have a place.” computer as tutor cannot have a place.” (p. 128)(p. 128)

Old CALLOld CALL

Tutorial CALL

Tool CALL

The problem:The problem:

Tutor vs. toolTutor vs. tool

Old CALL: disk-based tutorial programsOld CALL: disk-based tutorial programs

New CALL: computer for production, New CALL: computer for production, information, and interaction (CMC)information, and interaction (CMC)

New CALLNew CALL

Tool CALL

Tutorial CALL

The problemThe problem

Tutor vs. toolTutor vs. toolOld CALL: disk-based tutorial programsOld CALL: disk-based tutorial programsNew CALL: computer for production, New CALL: computer for production,

information, and interaction (CMC)information, and interaction (CMC)Need to take another look at tutorial CALLNeed to take another look at tutorial CALL

Clarify what it is and isn’tClarify what it is and isn’tHighlight roles for teachersHighlight roles for teachers

Future CALL?Future CALL?

Tool CALL Tutorial CALL

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

““Tutorial CALL software is all behaviorist.”

Myth:Myth:

“Tutorial CALL software is all drill and practice.”

Myth:Myth:

“Tutorial CALL isn’t useful because it isn’t communicative.”

Myth:Myth:

“In tutorial CALL, the teacher is absent/has no role.”

Myth:Myth:

“In tutorial CALL, the learners have no control.”

Myth:Myth:

on a disk or CD = “tutorial”

on the Internet =“not tutorial”

Myth:Myth:

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Why has it been marginalized?Why has it been marginalized?

Teachers believe the myths about it.Teachers believe the myths about it.It didn’t live up to expectations.It didn’t live up to expectations.It appears inconsistent with some It appears inconsistent with some

contemporary learning theories.contemporary learning theories.It is dominated by commercial interests.It is dominated by commercial interests.It isn’t new.It isn’t new.Teacher’s role seems limited.Teacher’s role seems limited.

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

Tutorial CALL was stigmatizedTutorial CALL was stigmatized

Computers as “tools:”Computers as “tools:”

word processingword processing authentic websitesauthentic websites PowerPointPowerPoint

Used in 3 ESL classes; each Used in 3 ESL classes; each class went to the lab 3 timesclass went to the lab 3 times

““Did the program help you improve?”Did the program help you improve?”Yes: 21Yes: 21No: 10No: 10

Results of post-Results of post-questionnaire:questionnaire:

““Did you use the software outside of Did you use the software outside of class time?”class time?”

Yes: 8Yes: 8No: 20No: 20

Results of post-Results of post-questionnairequestionnaire::

Tutor vs tool 2002Tutor vs tool 2002

Review four CALL conferences in 2002 Review four CALL conferences in 2002 Based on abstracts, determine whether Based on abstracts, determine whether

presentations involvepresentations involve tool usetool use tutor usetutor use bothboth neither (e.g., teacher training, testing…)neither (e.g., teacher training, testing…)

CALICO: MarchCALICO: March

Tool vs. tutor ~balancedTool vs. tutor ~balanced

Tool - 57Tool - 57Tutor -Tutor - 4646Both – 7Both – 7Neither - 17Neither - 17

TESOL: AprilTESOL: April

Tool vs. tutor – tool dominatesTool vs. tutor – tool dominates

Tool - 42Tool - 42Tutor -Tutor - 77Both – 11Both – 11Neither – 19Neither – 19Commercial: tutor – 6; tool - 2Commercial: tutor – 6; tool - 2

EUROCALL: AugustEUROCALL: August

Tool vs. tutor ~ balancedTool vs. tutor ~ balanced

Tool - 37Tool - 37Tutor -Tutor - 3030Both – 26 Both – 26 Neither – 14Neither – 14

CALL: AugustCALL: AugustTool vs. tutor ~ tutor dominatesTool vs. tutor ~ tutor dominates

Tool - 11Tool - 11Tutor -Tutor - 2525Both – 11 Both – 11 Neither – 6Neither – 6

Tool vs tutor 2002Tool vs tutor 2002

CALL as tool has a slight edge CALL as tool has a slight edge generally, dramatic in TESOLgenerally, dramatic in TESOL

Tutorial CALL is still interestingTutorial CALL is still interestingIncreasingly, we see bothIncreasingly, we see both

- in blended environments (labs, etc.)- in blended environments (labs, etc.)- in blended materials- in blended materials

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

The "tutor vs. tool” dichotomyThe "tutor vs. tool” dichotomy

Computer as tutor: tutorial CALLComputer as tutor: tutorial CALLComputer as tool:Computer as tool:

word processing word processing email emailpresentation softwarepresentation software Web Webspreadsheets spreadsheets MOOs MOOsconcordancersconcordancers chat chat

Taylor (1980), Kenning & Kenning (1983), Levy (1995 & 1997) etc.Taylor (1980), Kenning & Kenning (1983), Levy (1995 & 1997) etc.

The "tutor vs. tool” The "tutor vs. tool” dichotomy may not dichotomy may not be one.be one.

These distinctions may be artificial.These distinctions may be artificial.

Tutorial CALL:Tutorial CALL: Learners may in fact have a high Learners may in fact have a high

degree of controldegree of control..

Options:Options:sequencesequence glossesglosseshintshints search functionssearch functionshelp screenshelp screens mode of operationmode of operation

The instructor may be The instructor may be involved to a high degree.involved to a high degree.

Computer-as tutor:Computer-as tutor:

Computer-as-tool:Computer-as-tool:

Since today’s learners are Since today’s learners are increasingly proficient with increasingly proficient with software tools, the instructor’s software tools, the instructor’s role may be less than it was role may be less than it was previously.previously.

Many CALL software Many CALL software packages contain both tutor packages contain both tutor and tool functions.and tool functions.

Decoo and Colpaert (1999)Decoo and Colpaert (1999) Richmond (1999) Richmond (1999) “ “hybrid packages” Levy (1999 )hybrid packages” Levy (1999 )

Future CALL?Future CALL?

Tool CALL Tutorial CALL

(blended)(blended)

Overview:Overview:IntroductionIntroductionMyths about tutorial CALLMyths about tutorial CALLWhy has it been marginalized?Why has it been marginalized?Research studiesResearch studiesThe dichotomyThe dichotomySuggestions for effective useSuggestions for effective useConclusionConclusion DiscussionDiscussion

What What is is the role of tutorial CALL?the role of tutorial CALL?

Focus on learning rules, patterns, and itemsFocus on learning rules, patterns, and itemsSupport one-way comprehensionSupport one-way comprehension

ListeningListeningReadingReading

Pronunciation practice and feedbackPronunciation practice and feedbackHandle limited, predictable interactionsHandle limited, predictable interactionsSome natural language processingSome natural language processing

So, what can you do?So, what can you do?

Become an informed consumerBecome an informed consumer

Experience tutorial CALL as a learnerExperience tutorial CALL as a learner

Consider plausible uses for your Consider plausible uses for your learning objectives and environmentslearning objectives and environments

Train learners in effective useTrain learners in effective use

Give learners teacher trainingGive learners teacher trainingUse a cyclic approachUse a cyclic approachUse collaborative debriefingsUse collaborative debriefingsTeach strategies for setting an Teach strategies for setting an

appropriate level of challengeappropriate level of challenge

Encourage teachers to make Encourage teachers to make their own CALL materialstheir own CALL materials

Support materials: handouts, tasks, Support materials: handouts, tasks, Template authoring (e.g.,) Hot Potatoes Template authoring (e.g.,) Hot Potatoes Other authoring tools: Other authoring tools:

QuickTimeQuickTime HyperStudioHyperStudioRevolutionRevolution FlashFlashMaxAuthorMaxAuthor WinCalisWinCalis

Conclusion:Conclusion:

Instead of rejecting tutorial Instead of rejecting tutorial CALL out of hand, try to CALL out of hand, try to understand what it is and understand what it is and what it can do.what it can do.

Questions?Questions?Discussion?Discussion?